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The journey of school leadership: What do leaders in schools graded outstanding do differently from the rest? We are here to give you an empirical impression of the changing habits and priorities of school leaders at various stages of the school improvement process It is important to say that we do not have a view as to what school leaders should be doing, we merely want to reflect how issues amongst our members change over time to reflect the necessary increments of successful school leadership.

Today I want to start to identify some of the important stages of this journeyWe will finish with a more detailed look at the activity of our members who lead Outstanding schools. When we discuss schools at different stages, we have used the fairly blunt distinction of their most recent Ofsted rating. Clearly this is quite a crude measure of where a school is, but we are confident that the depth of the data we collect provides a good degree of statistical insight... The aim is then to promote a broader discussion amongst our panel, which we hope will leave you with a practical view of the necessary ingredients of successful school leadership, no matter what stage of the journey you are at

So how do we know what we know? Well for those who don’t know The Key, we are a service for school leaders. We answer the questions of our school leader members and then publish them on our website. The site comprises 3,000 written answers, all of which were effectively commissioned by the school leader community. We now have 30,000 school leaders using the service across a quarter of schools in the country. Each member school uses our service an average of 12 times per month, so we handle around 250,000 specific requests for information each term. This data gives us unique insight into the emerging issues our members face ....

A not-so neurological study of school leadership All of this activity can be categorised to reflect how a typical leader’s time is accounted for. This graphic shows the five main areas of The Key’s website, and how leaders’ requests break down across those categories. From staffing (32%) and school improvement on (25%), to teaching and learning (18%), school administration (16%) and non academic pupil and parents issues on (9%).

Stage 1: getting the right people on (and off) the busIn his book ‘Good to great’ Jim Collins suggested that a critical phase of leadership was getting the right people on the bus and crucially, getting some of the wrong people off it... When it comes to:Staff conductDiscipline and underperformanceIndustrial action ... there is a clear increase in interest and activity amongst schools last rated as Unsatisfactory or Requiring Improvement

Are there any tips on handling difficult conversations about performance?Is there guidance on dealing with a staff member’s negativity?What can we do if a member of staff refuses to accept a support plan?How do you create a culture of professional accountability?Is there advice on handling a deputy headteacher’s underperformance?

Staff underperformance and capabilityThis particular graph reflects the % share of overall clicks the Underperformance and Capability area of the website attracts for leaders at schools across all four Ofsted gradings. Is this evidence of increased underperformance across struggling and improving schools? Lower standards, less talent, which leads to poorer outcomes .... Or is this a reflection of a greater willingness of leaders at challenging schools to kick start capability proceedings so they can rebalance the staff to drive forward improvement? Perhaps this is the rather painful process of bus shuffling that Jim Collins was alluding to? But what else is more likely to occupying the minds of leaders at challenging schools...? Well... perhaps (un-surprisingly)... leaders at the beginning of their journey are much more likely to request information on behaviour management, much more interested and whole school leadership and setting the school vision. These interests evoke images of leaders building the foundations of a school, the standards and principles from which further academic success grows. The right staff in and the wrong staff outBase expectations of good behaviour, effective strategies for dealing with problem pupils, an absence of bullingAnd then also an interest in vision and leadership, setting the right climate for success

Stage 2: driving whole school improvement Another key area of interest for leaders at challenging schools is whole-school improvement.Specifically requesting ideas and case studies on initiatives for school-wide progressA search for the big ideas that will have the widest aggregate impact ...

Do you have a handbook for quality assuring the work of different departments?How can a school get out of special measures?Can you point me to any action plans for improving teaching and learning?How can I organise and use school improvement group meetings?

Initiatives and actions for school improvementHere we see the determination of school leaders at RI and Unsatisfactory schools to learn from their colleagues.This area of the site is full of ideas and suggestions around the principles and ideas for effective school leadership ... Building strong relationships with school governorsRaising attainment plansStaff collaboration through learning walks

Interestingly, as this focus starts to narrow, become more cohort specific and data led, the shape of leaders’ activity across categories begins to change again

How can we make the most of RAISEonline?Do you have any information on data systems used in sixth forms?How can we use data for planning and development?How can we present data comparing each cohort with national averages?

Data-led school improvement Here we see activity amongst leaders at the ‘Good’ schools becoming more prevalent ...When it comes to data led school improvement, Using RaiseOnline, tracking and monitoring performance it is our leaders at Good schools who are the most active. As well as tracking, monitoring, segmenting and contextualising data, their strong interest also includes how to put the data to the best possible use... Whilst whole-school improvement strategies remain the most popular for improving and challenging schools. It seems that leaders at Good and Outstanding schools spend more of their time searching to isolate those cohorts and individuals requiring a more personalised blend of support and challenge.

The final stages of the journey: The habits and priorities of leaders at outstanding schools So what of the final stages of the journey? As we move past the early challenges.... we have secured the right blend of staff, ensured that behaviour is acceptable and the vision is there... We have driven whole school improvement strategies and then invested more strategic enthusiasm in differentiating that strategy for individual cohorts and pupils What then do leaders at Outstanding schools focus on? How can they defend their success? Here the presentation narrows to focus on those areas of difference between leaders at Good schools and leaders at Outstanding schools.

Staying ahead of the curve – ‘head space’ It seems they have more headspace. More interest, perhaps more time to look to the future....

Can you summarise the ‘hidden givers’ report into school governance?How can we plan for the new secondary curriculum?What is the status of the reforms proposed in the SEN green paper?How do the structures of the current and the draft National Curriculum differ?Is there a summary of ‘A World-Class Mathematics for All Our Young People’ report?

So here we see that leaders at Outstanding schools are significantly more likely to request information on Government proposals, policies and reports. Is that a defensive mechanism – leaders at Outstanding schools mitigating against unforeseen challenges and obstacles?Do senior leaders at these schools delegate more? Do they simply have more time? The house is in order so let’s look out to the rest of the sector for a wider view?

A second theme for heads at Outstanding schools is Preparing pupils for life beyond the school

Is there guidance on setting up a work experience system for secondary school pupils?What information can I give sixth formers about choosing a university?Where could we find speakers for a programme of talks to the sixth form?

When it comes to preparing for IAG or thinking through Work Experience and Work Related Learning, it seems that leaders form Outstanding schools have greater visibility beyond the traditional time frame of a schoolIn the primary sector there is a similar trend reflecting Outstanding school leaders increased interest in pupils transitions from primary to secondary. Why is this?For secondary leaders, perhaps this is a product of better links in to the country’s top colleges and universities? Or again, does this simply reflect the fact that with a solid foundation for teaching and learning, leaders at Outstanding schools have more time to think about preparing their students for lives beyond the school ...

Finally we come to the issues of pastoral care, that is non-academic, pupil focussed issues:From child protection, to emotional and psychological welfare, pupil voice to before and after school clubs – across all of these categories, it is leaders at Outstanding schools who are finding the time to focus their attention on the wider influences on a pupil’s development.

Is there evidence of the positive effect of mentoring in secondary schools?What is the impact of children’s wellbeing on learning?Is there guidance on the social inclusion of Polish children learning English?What procedures should we follow when a child threatens self-harm?What can my school do to support pregnant pupils and young mothers?

So how can we understand this trend?Can we assume that effective pastoral care is the cause of the academic success and progress required to achieve Outstanding school status?Or is the pastoral question more of an after-thought? ‘We have the teaching and learning strategies in place, so let’s put more energy into the development of the whole child.’

So to summarise, here are a selection of the key priorities and habits of school leaders at different stages of their individual journeys. From setting the vision and building the right team, right through to the finer margins of those schools judged as Outstanding.

What do leaders in schools graded outstanding do differently from the rest? - Fergal Roche, The Key

1.
CHALLENGE PARTNERS SUMMER
CONFERENCE JULY 2013
What do leaders in schools
graded outstanding do
differently from the rest?

6.
Staff conduct, discipline and underperformance
Are there any tips on
handling difficult
conversations about
performance?
What can we do if
a member of staff
refuses to accept a
support plan?
Is there guidance on dealing with a
staff member’s negativity?
How do you create a culture of professional accountability?
Is there advice on
handling a deputy
headteacher’s
underperformance?

9.
Initiatives and actions for school improvement
Do you have a
handbook for quality
assuring the work of
different departments?
Can you point me to
any action plans for
improving teaching
and learning?
How can a school get out of special measures?
How can I organise and use school improvement
group meetings?

12.
Data-led school improvement
How can we make the most of RAISEonline?
How can we use
data for planning
and development?
Do you have any
information on data
systems used in sixth
forms?
How can we present data comparing each cohort with
national averages?

16.
Staying ahead of the curve – ‘head space’
Can you summarise the
‘hidden givers’ report into
school governance?
Is there a summary of ‘A
World-Class Mathematics
for All Our Young People’
report?
How do the
structures of the
current and the draft
National Curriculum
differ?
What is the status of
the reforms proposed
in the SEN green
paper?
How can we plan for the new secondary curriculum?

19.
Preparing pupils for life beyond the school
Is there guidance on
setting up a work
experience system
for secondary
school pupils?
Where could we
find speakers for a
programme of
talks to the sixth
form?
What information can I
give sixth formers about
choosing a university?

21.
Pastoral care and wellbeing
Is there evidence of
the positive effect of
mentoring in
secondary schools?
Is there guidance
on the social
inclusion of Polish
children learning
English?
What is the impact of
children’s wellbeing on
learning?
What procedures
should we follow when
a child threatens self-
harm?
What can my school do to support pregnant pupils and
young mothers?

23.
The building blocks of
successful school leadership
Stage 1: the right staff, the right behaviour, the right vision
Stage 2: whole school improvement initiatives, actions and ideas
Stage 3: data-led school improvement – differentiation and contextualisation
The final step:
- Preparing pupils for life beyond the school
- Staying ahead of the curve on new legislation and curriculum innovation
- Pastoral care and pupil’s physical, social and psychological wellbeing